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Information Literacy & Library Engagement: Action Research: Readings

Information Literacy Instruction in the First Year

  • Char Booth, M. Sara Lowe, Natalie Tagge, Sean M. Stone. Degrees of Impact: Analyzing the Effects of Progressive Librarian Course Collaborations on Student PerformanceCollege & Research Libraries 76.6 (2015).   
    The Claremont Colleges Library conducted direct rubric assessment of Pitzer College First-Year Seminar research papers to analyze the impact of diverse levels of librarian course collaborations on information literacy (IL) performance in student writing. Findings indicate that progressive degrees of librarian engagement in IL-related course instruction and/or syllabus and assignment design had an increasingly positive impact on student performance. A secondary indirect analysis of librarian teaching evaluations and self-perceived learning gains by students and faculty showed no correlation to rubric IL scores, suggesting the importance of “authentic” assessment in determining actual learning outcomes.  

  • Gilbert, Julie. Using Assessment Data to Inform Library Instruction for First Year Students. Communications in Information Literacy 3.2 (2009).
    Seeking ways to develop information literacy skills among first year college students, librarians at our institution developed a pilot program to measure the effects of a multiple library instruction session module on students’ research skills in the first semester. The pilot program incorporates a substantial assessment model consisting of a pretest, posttest, and a citation analysis of final papers. Results demonstrate that students who had multiple library instruction sessions during the first semester report higher levels of confidence and greater use of library resources than students who had only a single instruction session.

  • Felly Chiteng Kot and Jennifer L. Jones. The Impact of Library Resource Utilization on Undergraduate Students’ Academic Performance: A Propensity ScoreCollege & Research Libraries 76.6 (2015).  This study uses three cohorts of first-time, full-time undergraduate students (N=8,652) at a large, metropolitan, public research university to examine the impact of student use of three library resources (workstations, study rooms, and research clinics) on academic performance. To deal with self-selection bias and estimate this impact more accurately, we used propensity score matching. Using this unique approach allowed us to construct treatment and control groups with similar background characteristics. We found that using a given library resource was associated with a small, but also meaningful, gain in first-term grade point average, net of other factors.

Researched Writing

  • See publications from The Citation Project.  The researchers have analyzed researched writing from first year and second year students in multiple institution studies finding that "many of the assumptions driving pedagogy, policy, and curricula need to be revised and that faculty working across the disciplines should work with students on reading and source-use skills when they assign researched writing."